Page 80 - The Ogemawahj Tribal Council

MATERIALS Provide prompting questions to encourage students to dig deeper into
1. anchor chart with
relevant vocabulary
2. pictures or objects related
to water
3. chart paper
4. access to Google Maps
would be beneficial; link on
weblinks list
LANGUAGE
CONNECTIONS
water: nibi (nih-bih)
land: aki (uh-kih)
shallow muddy lake:
scugog (scoo-gog)
wild rice: manoomin
(mun-oh-min)
MATERIALS
1. BLM S3.1 Self-
Reflection Chart
MATERIALS
1. anchor chart with
relevant vocabulary
2. Mississaugas of Scugog
Island First Nation
Resource Book
3. Google Maps; link on
weblinks list
4. sticky notes for student
response and thinking
5. chart paper
78 The Ogemawahj Tribal Council
their thinking. For example: How often will you have to drive to buy
water? What if the people who live near the lake won’t let you have
access to the water? Who will want to buy your house if you don’t
have clean water? Who is allowed to live on reserve? How will you
move your house? How will you pay for a water treatment building?
As a class, have students think about and discuss how they would feel
if they lived in this community.
Share the Mississaugas of Scugog Island First Nation Resource Book,
specifically pages 16 and 54 that share information on the history of
water and the lack of access to clean drinking water.
Give time for students to look at the photographs and maps in the
book to assist with understanding how close MSIFN is to Lake Scugog
and other communities in Ontario.
Use Google Maps to determine how long it would take for you to
travel from your local community to the reserve.
Intellectual (Respond) Success Criteria, Assessment
• See the Achievement Chart on pages 34 to 35 of The Ontario
Curriculum (2018) Social Studies Grades 1 to 6, History and
Geography Grades 7 and 8; link on weblinks list
• During discussion, allow students to record What They’ve Learned,
What They Wonder, and How They Feel on the BLM S3.1 Self-
Reflection Chart
Formative Assessment:
• Observation (during small- and whole-group discussion)
• Written questions and wonderings (on stickies) for further learning
Assessment (as learning, of learning)
• Student self-reflection (via oral discussion, written responses)
• Observation (using vocabulary in the action plan)
• Student questions and wonderings for further learning
• BLMs that demonstrate understanding and additional questions in
response to learning (Extension Activity)
Spiritual (Reflect) Consolidation and Debrief
Closing Circle: Capture student voice and reflections for
next task
Prompting Questions:
• What is a new learning and a wondering that you would like to
explore further? (refer to class charts hanging on the wall)
• How can we, as a class, take action based on what we’ve learned
and how we feel?